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Lincoln University 






-^ 1888=89®^- 



Lincoln University, 




Academical year, 1888 = 89 


52 and 54 North Sixth St. 

¥hii?l!Y-¥hiP , d Mgade^i©al Yeap. 

Theological Commencement, Tuesday, April 23, 1889. 

Collegiate Commencement, ' Tuesday, June 4, 1889. 


^hiptiY-B©ypWt Msader^iGal Yeap. 

Opening Collegiate Department, Sept. 19, 1889. 

Opening Theological Department, Sept. 19, 1889. 

Close of First Session, Dec. 19, 1889. 

Opening of Second Session, Jan. 2, 1890. 

^Tpusfees ©j JJirjcolr) Llr)i versify. 

GEORGE E. DODGE, Esq., New York City, N. Y. 

REV. ANDREW B. CROSS Baltimore, Md. 

ALEXANDER WHILLDIN, Esq., Philadelphia, Pa. 

JOHN M. C. DICKEY, Esq., Oxford, Pa. 

REV. WILLIAM R. BINGHAM, D. D., Oxford, Pa. 

REV. CHARLES A. DICKEY, D. D., Philadelphia, Pa. 

REV. NATHAN G. PARKE, D. D., Pittston, Pa. 

HON. JAMES A. BEAVER, Bellefonte, Pa. 

REV. THOMAS McCAULEY, D.D., Chester, Pa. 

REV. HENRY E. NILES, D.D., York, Pa. 

REV. GEORGE S. MOTT, D. D., Fleraington, N. J. 

REV. STEPHEN W. B-ANA, D. D., Philadelphia, Pa. 

REV. ISAAC N. REND ALL, D. D., Lincoln University, Pa. 

REV. CALVIN W. STEWART, D.D Coleraine, Pa. 

HON. JOSEPH ALLISON, LL.D., Philadelphia, Pa. 

ADAM C. ECKFELT, Esq., Chester, Pa. 

REV. HENRY H. WELLES, Kingston, Pa. 

REV. JAMES T. LEFTWICH, D. D., Baltimore, Md. 

REUBEN J. FLICK, Esq., Wilkes-Barre, Pa. 

REV. WILLIAM A. HOLLIDAY, D.D., Brooklyn, N. Y. 


ice^s © 

frje ]^©©i]?el, 


REV. WILLIAM R. BINGHAM, D. D., Oxford, Pa. 


J. EVERTON RAMSEY, Esq., Oxford, Pa. 


REV. CALVIN W. STEWART, D.D., Coleraine, Pa. 


REV. EDWARD WEBB, Oxford, Pa. 


REV. J. CHESTER, Cincinnati, O. 






ALEXANDER WHILLDIN, Esq., Philadelphia, Pa. 

REV. CALVIN W. STEWART, D.D., Coleraine, Pa. 

REV. ISAAC N. RENDALL, D.D., Lincoln University, Pa. 

REV. THOMAS McCAULEY, D. D., Chester, Pa. 


REV. THOMAS McCAULEY, D.D., Chester, Pa. 

REV. NATHAN G. PARKE, D.D., Pittston, Pa. 

REV. HENRY H. WELLES, Kingston, Pa. 

REV. GEORGE S. MOTT, D. D., Flemington, N. J. 


REV. CALVIN W. STEWART, D. D., Coleraine, Pa. 

ALEXANDER WHILLDIN, Esq., Philadelphia, Pa. 

REV. STEPHEN W. DANA, D. D., Philadelphia, Pa. 


ALEXANDER WHILLDIN, Esq., Philadelphia, Pa. 

REV. WILLIAM R. BINGHAM, D. D., Oxford, Pa. 

REV. ISAAC N. RENDALL, D. D., Lincoln University, Pa. 

REUBEN J. FLICK, Esq., Wilkes-Barre, Pa. 

'fticeps ©j lrjsfoucfior) 0:1)0: (gJ©wi?r)rr)er)f. 


President of Lincoln University. 


Charles Avery Professor of Classical and Hellenistic Greek and New Testament Literature. 


John H. Cassidy Professor of Latin and Principal of the Preparatory Department. 


Professor of Instruction in the English Version of the Bible. 

Kev. E. T. JEFFEKS, D.D., 

John C. Baldwin Professor of Theology and Treasurer of the Faculty. 

Kev. DAVID E. SHAW, A. M., 

Professor of Hebrew and Ecclesiastical History. 


Win. E. Dodge Professor of Rhetoric, and Librarian. 


Instructor in Mathematics. 


Instructor in Natural Science. 


Instructor in Rhetoric 

(general Information. 


Every applicant for admission must present evidence of good moral 
character ; and if from any other institution, a certificate of honorable 
dismission from the proper authorities. 

All students in the University are required to attend daily prayers, 
religious services on the Lord's day, and such exercises of instruction 
and recitation as may be assigned to them. 

Students regularly advanced with their classes in the courses of 
study are required to return promptly to the University at the opening 
of the session. 


Lincoln University was founded to bring the benefits of a liberal 
Christian education within the reach of worthy colored youth of the 
male sex. 

This end is promoted here, by providing convenient buildings for 
study and residence, where young men who comply with the conditions 
of admission are welcomed and made comfortable, and by the diligent 
training of the students in all the parts of such an education. 

All the income of the Institution, from endowment and from 
annual contributions, is used in favor of the students to keep the neces- 
sary charges for instruction and for living down to the lowest possible 
figure, so as to bring the benefits provided here within the reach of all 
who are willing to combine self-support with aid. 

In other institutions of like grade the annual expenses of a student 
are not less than $250. 

In this Institution the college bill is only $121.50. 


Every charge in the college bill is essential. If the full amount is 
not paid by the students or for them, the benevolent funds supplied by 
the friends of the work must be divided among a smaller number. 
Any student using more than his necessities require, is taking funds for 
his own selfish uses, to which others have a right for their mental and 
spiritual improvement. His expensive or wasteful habits keep some 
other young man in ignorance, and prevent perhaps a better workman 
than himself from entering the harvest field. To take any amount of 
such benevolent funds in excess of strict necessity is selfish and dis- 
honest. No good man will gratify his own pride or indolence at 
the expense of another man's usefulness. No student could be regarded 
as a friend of the colored people who would for his own enjoyment 
hinder other willing workers from the fitness which would give them 

Each student is under obligations of fairness, and honor, and 
honesty, and also of benevolence, to do all he can to support himself, 
and thus aid others who are equally with himself deserving of en- 


An exact estimate of the personal expenses of a student, above 
what is included in the session bills, cannot be made. 

He must have Text Books for each year of the course. 

He must have a lamp, and supply it with oil, to add the evenings 
to the days of study. 

The purchase and repair of clothing is a recurring necessity. 

He cannot travel to and from the University without money to pay 
his fare. 

If he becomes sick, there is the doctor's bill and the expense of 

The Literary Societies justly require annual contributions. 

The University cannot aid the student in these expenses, either by 
gifts or loans. 

It is not the purpose of its patrons to relieve the student from the 
necessity of making provision for his own personal wants. 


Herein especially they exact his co-operation. 

Each student must provide beforehand to meet them, or they will 
distress him. 

His indifference, or carelessness, procures and deserves his suffering. 

He should carefully estimate them, and write them down, and sum 
them up, and keep the aggregate before his thoughts. 

And besides securing home assistance, he should be industrious in 
his vacations, to increase his honest earnings in every lawful way, and 
should honorably save them for these uses. To spend his earnings in 
superfluities, or in extravagancies, is to squander them, and to barter 
his education for his enjoyments. 

After every effort and economy he will not escape the discipline of 
want. In enduring this discipline he is practicing a virtue. 

A manly struggle will help to subdue pride and prevent beg- 

In a student struggling with poverty for an education, any luxurious 
indulgence is a disabling vice. He must conquer it, or it will cripple 
him in his equipments and in his powers. 

His wise friends may sympathize with him in his trials, but they 
will not excuse him from the acquisition of self-denial and thereby of 

The common judgment is that he who will not endure the 


Many benevolent friends of the Negro are co-operating with the 
Trustees and Faculty in providing aid for those who will use their 
education for the good of others. Careful discrimination is exercised 
in directing this aid to individuals, so as not to weaken the sense of 
personal responsibility and self-reliance. Those who can pay their 
own bills have only to comply with the regulations, and they will be 
admitted to the standing in the classes for which their previous training 
has fitted them; but no earnest young man of good abilities and good 
moral character should be discouraged from seeking the advantages 
which are here offered. Applicants should apply for admission to the 
President, or to some member of the Faculty, and state in their appli- 
cation their purpose in seeking an education, what progress they have 
made in study, and their ability to meet the expenses of education. 




The students board in clubs, or in boarding-houses adjacent to the 
University. The cost of board cannot be fixed at an unvarying rate 
from year to year. During the current year board and washing have 
been furnished for nine dollars per month. 


The Library contains about thirteen thousand volumes, and about 
four thousand magazines and miscellaneous pamphlets. 

Since the last catalogue was published two thousand two hundred 
and eighty-eight volumes have been added by the generous liberality 
of friends, viz.: 

From Mrs. A. A. Hodge, 1,214 

" Mrs. Thomas W. Cattell, 350 

" Rev. James Harper, D. D., 319 

" President I. N. Kendall, 106 

" Mrs. John T. Kelso, 60 

" Rev. H. P. Bollman, 87 

" Chas. Finley, Esq., 51 

" Rev. Caleb D. Bradlee, 8 

" Rev. J. H. Nixon, D. D., and others, ... 93 


The Reading-room, which is open every day (except Sunday), is 
supplied with a number of daily and weekly papers, and monthly and 
quarterly reviews. 


North Carolina, 32 

Maryland, 21 

Pennsylvania, 14 

Virginia, 14 

South Carolina, 19 

Delaware, 6 

Missouri, 3 

New Jersey, 6 

Georgia, 7 

Florida, 2 

Liberia, 4 

New York, .2 

Indian Territory, 


Kentucky, 2 



Bermuda, ........ 


West India, 





The Academical year is divided into two sessions. A recess of 
one week is taken in the second session. 

in Current Year, April 4 to 11, 1889 

Examinations in Theological Department, . . April 19 and 22, 1889 
Annual Sermon to the Theological Students, .... April 22, 1889 

Commencement in Theological Department, April 23, 1889 

Anniversary of Philosophian Society, April 24, 1889 

Senior Final Examination, April 29 to May 3, 1889 

Class Day, May 9, 1889 

Meeting of Presbytery of Chester, May 16, 1889 

Anniversary Garnet Literary Association, May 16, 1889 

Annual Meeting of Board of Trustees, June 3, 1889 

Junior Contest, June 4, 1889 

Commencement in the Collegiate department, June 4, 1889 



First Session Collegiate Department, September 19, 1889. 

First Session Theological Department, September 19, 1889. 

Close of First Session, December 19, 1889. 


Opening of Second Session in all departments, . . . January 2, 1890. 


feolleqierfe J©)cp0:pfrr)er)f, 


Rev. ISAAC N. KENDALL, D.D., Pkesident. 

Avery Professor of Greek. 


Cassidy Professor of Latin. 


Professor of Biblical Instruction. 

Rev. E. T. JEFFERS, D. D., 

Professor of Psychology. 

Rev. DAVID E. SHAW, A.M., 

Professor of History. 


William E. Dodge Professor of Rhetoric. 


Instructor in Mathematics. 


Instructor in Natural Science. 


Instructor in Rhetoric. 



Edward A. Brown, Ealeigh, N. C. 

Daniel W. Bythewood, Beaufort, S. C. 

James O. Creditt, Baltimore, Md. 

James L. Curtis, Ealeigh, N. C. 

Benjamin F. Davis, Ludlow, Ky. 

Leonard E. Fairley, Maxton, N. C. 

Perry O. Gray, Statesville, N. C. 

Enoch W. Hubert, Wilmington, Del. 

Thornley O. James, Baltimore, Md. 

John H. Locklier, Ealeigh, N. C. 

Thomas A. Long, Franklinton, N. C. 

William J. Eankin, , Elm wood, N. C. 

Augustine H. Scales, Boston, Mass. 

William S. Tildon, Michaelsville, Md. 

Charles H. Trusty, Cold Spring, N. J. 

Joseph Williams, Ealeigh, N. C. 

Oscar A. Williams, Ealeigh, N. C. 

William Wolfe Morristown, Tenn. 


James Boddy, Wrightsville, Pa. 

Charles H. Bynum, Wilson, N. C. 

James H. Duckrey, Summit Bridge, Del. 


JUNIOR CLASS-continued. 

Maximus F. Duty, Nassau, New Providence. 

Joseph W. Gill, ♦ Forestville, N. C. 

Oscar Gillingham, Lincoln University, Pa. 

Alonzo S. Gray, Wadmalaw Island, S. C. 

Ebenezer A. Houston,* Fleming, Ga. 

Walter H. Marshall, Nevis, W. I. 

William T. Moss, Baltimore, Md. 

Isaac N. Porter, Summit Bridge, Del. 

John R. Eobinson, St. Louis, Mo. 

J. Winfield Schenck, Charlotte, N. C. 

Charles S. Sprigg, Baltimore, Md. 

Frederick D. Tildon, Michaelsville, Md. 


Daniel B. Anderson, Philadelphia, Pa. 

Luke B. Anthony, Marshal. Liberia. 

Benjamin H. Baker, Grahamville, S. C. 

James W. Brumfield, Bowling Green, Ky. 

Edavard W. Coberth, Hellens, Md. 

Joseph S. Fuller, Frank! inton, N. C. 

George H. Jeffers, Lincoln University, Pa. 

Benjamin F. Lester, Baltimore, Md. 

Albert S. Long, Franklinton, N. C. 

Thomas H. Mack, Baltimore, Md. 

Samuel E. Munroe, Staunton, Va. 

George B. Peabody, Doe Country, Liberia. 

William H. Peden, Fountain Inn, S. C. 

Herbert E. Purcell, Charleston, S. C. 

Albert S. Keed, Beaufort, S. C. 

Albert R. Ridout, Baltimore, Md. 

Eugene P. Roberts, Louisburg, N. C. 

Andrew M. Robinson, Beaufort, S. C. 

John T. Stanford, Baltimore, Md. 

Charles W. Stevens, Fleming, Ga. 

Pierce B. Thompkins, Merewether, S. C. 

Robert A. Toomey, Baltimore, Md. 

J. K. Willie, Corea. 

James J. Wilson, Fleming, Ga. 



William G. Anderson, Pittsburg, Pa. 

Samuel J. Bamfield, Blountsville, S. C. 

Lawton B. Bascomb, Robertsville, S. C. 

John J. Brooks, Staunton, Va. 

William H. Crawford, Staunton, Va. 

Owen J. Edgfield, Gillisonville, S. C. 

William H. Freeland, Mebanes, N. C. 

Allen G. Gantt, Batesburgh, S. C. 

Edward H. Hall, Laurel Hill, Va. 

Charles E. Harris, Staunton, Va. 

Charles E. Hemsley, Centreville, Md. 

Luke M. Holmes, . Fleming, Ga. 

Isaac W. Howard, . . . Wilmington, Del. 

Howard T. Jason, Hockessin, Del. 

Walter E. Johnson, Staunton, Va. 

William H. Johnson, Paulsboro', N. J. 

Alexander A. Kellogg, Wilmington, N. C. 

Charles A. Kelly, Carthage, N. C. 

Marshel E. Leneer, Salem, N. C. 

I. Alfred Lawrence, Morgans Creek, Md. 

J. Fletcher McDougald, Peacocks Store, N. C. 

Dublin B. Miller, Mcintosh, Ga. 

Eugene A. Mitchell, Morristown, N. J. 

Shedrick L. Morris, Lexington, Va. 

John D. Paul, Pittsburg, Pa. 

Lewis W. Porter, Hackensack, N. J. 

John Rendall, Lincoln University, Pa. 

John W. Thomas, Atlanta, Ga. 

Charles E. Tucker, New Berne, N. C. 

Robert W. Turner, Stephens City, Va. 

Morris T. Wash, Edgefield, S. C. 



The course of study in the Collegiate Department occupies four 

Applicants for the Freshman Class must be at least fifteen years of 
age. They will be examined in Spelling, English Grammar, Composi- 
tion of simple sentences, Geography, History of the United States. 

Arithmetic, Mental and Written. 

Latin Grammar, and Lessons. 

Greek Grammar, and Lessons. 

Candidates for advanced standing will be examined in the studies 
previously pursued by the class which they propose to enter. 

The Academical year is divided into two sessions. At the end of 
each session public examinations of all the classes are held. Absence 
from an examination, except for sufficient reason, sustained by vote of 
the Faculty, will be regarded as a serious delinquency, and cannot be 
made good by any subsequent examination. No student can be 
continued in full standing in his class who does not pass all these 

At the close of each year all the classes are examined, either orally 
or in writing, in the studies of that year. 

The final examination of the Sophomore class includes the studies 
of the Freshman year as well as those of the current year. Members 
of the Sophomore class found deficient in general scholarship at this 
examination will not be advanced to the Junior class in full standing, 
and will not be entitled to the degree of A. B. at the close of 
the course. 

Graduates from the Collegiate Department must be able to take a 
Teacher's Diploma. (See page 21.) 

The rank of a student in his class depends on his grade in his 
recitations and examinations ; on his punctuality and constancy in 
attendance upon all exercises of instruction; and on his deportment 
in all his relations as a student. 

At the close of the Senior year the members of the Senior class 
are examined in the studies of the whole course. 

In determining the final rank of a Senior his grade in the final 
Senior examination is combined with the final grades of the previous 
collegiate years. 



The Annual Commencement will take place on Tuesday, the 
fourth day of June, 1889. 

The Baccalaureate sermon is addressed to the graduating class on 
the Sabbath preceding Commencement. 

On Commencement day the members of the Senior class, to whom 
orations are assigned, speak in the order of their rank ; except that 
the valedictorian, who is chosen from the highest third of the 
class arranged according to the rank of the members, delivers the 
closing address. 

Special honorary orations are assigned, at the discretion of the 
Faculty, to members of the Senior class who may have excelled in 
particular branches of study. 

Students who complete the whole course of collegiate study satis- 
factorily to the Faculty and Board of Trustees, will receive the degree 
of Bachelor of Arts. 

All degrees authorized by the Board of Trustees are announced by 
the Secretary of the Board and conferred by the President of the 
University, during the progress of the Commencement exercises. 

The collegiate year closes with the exercises on Commencement 
day, and is followed by the summer vacation. 



Review of Syntax. Parsing. Analysis. Elements of Rhetoric. 

Algebra. Algebra. 

Leighton's Greek Lessons. Csesar (Gallic War.) 

Goodwin's Greek Grammar. Leighton's Greek Lessons, con- 

Leighton's Latin Lessons. tinued. 

Allen & Grenough's Latin Grammar. Bible. Leviticus, Numbers, Deu- 

Bible. Genesis and Exodus. teronomy. 

History. History. 





Principles of Philology. 

Principles of Philology. 

Critical Study of English Classics. 

English Classics. 

English History. 



Natural Philosophy. 

Physical Geography. 

Physical Geography. 



Xenophon, (Anabasis), 

Anabasis, continued. 

Bible, Joshua, Judges, I Samuel. 

Bible. II Sam., I & II Kings. 

English History. 





Rhetoric and Philology. 

Rhetoric and Philology. 

English Classics. 

English Classics. 









Arnold's Latin Prose Composition. 


Homer, (Odyssey). 

Arnold's Latin Prose. 

Bible — Ezra, Nehemiah, Esther. 

Homer, continued. 

Bible — Prophecies. 




History of English Literature. 

History of English Literature. 

Essays and Reviews. 

Essays and Reviews. 



Greek Testament. 



Greek Testament. 




Evidence of Christianity. 

Bible— The Life of Christ. 

Social Science. 


Bible — The History in the Acts. 



The student on entering the Freshman class must be well ac- 
quainted with the essentials of English Grammar. The first half of 
the Freshman year is devoted to review of syntax and exercises in 
parsing and analysis of sentences. The elements of rhetoric are then 
taught, and, at the end of the Freshman year, the student must be 
able to write English correctly and in good literary style. 

The principles of philology are taught at the beginning of the 
Sophomore year and made familiar by the critical study of English 
classics. Bunyan, Milton and Shakespeare are taken as representative 
English authors, and their works are studied with the care usually 
bestowed on the Latin and Greek classics. This study of English classics 
extends over the whole of the Sophomore and Junior years, and is kept 
in close connection with a thorough course in rhetoric and philology. 

During the Senior year the history of English literature is studied 
by text book and direct acquaintance with the standard literature of 
all ages. During the whole course, essays, reviews and criticisms are 
required very frequently. 


The text books of Porter, Calderwood, Jevons and Thompson are 
used, severally, in these studies, with constant reference to other stan- 
dard works on the same subjects. 

On Psychology sufficient time is spent only to give the student a 
clear view of the soul in its unity, and to show him that mind, heart and 
will represent simply faculties of the undivided and indivisible human 

Mental Science is presented to the student first in a text book, with 
the aid of an analysis; but finally and essentially as a systematic 
summary of the facts and laws of his own intellectual action. Text 
books, lectures and criticisms he is taught to regard as so many helps 
to self-knowledge. 

Moral Science is taught in much the same manner. A brief 
statement of the principles of intuitional ethics is in the hands of each 
student. This he must know thoroughly. He is to read on the subject 
of recitation in approved authors. Yet he is expected to receive no 
statement in reference to moral perception power or feeling, till it 
is verefied by comparison with his own observation or experience. 


To Logic enough attention is given to make the student acquainted 
with the terminology and forms of the science, including inductive 
logic and recent logical views. 

The principal subjects usually grouped under Political Economy 
are all noticed, but special attention is given to those that particularly 
concern the citizens of the United States, and chiefly to those that are 
of the most importance to the States represented in the class. The free 
discussion of every question suggested by the topic for recitation is 
encouraged, and the students are put in possession of facts and theories 
only that they may be able to decide intelligently on the practical 
questions of the day. 

Although not required to do it, each class studies the origin, 
development, text and interpretation of the Constitution of the United 

Lectures on Theism lead the student through the arguments usually 
given to account rationally for the belief in God's existence, power, 
wisdom, and goodness ; with a discussion of the hypothesis of evolution 
in its relation to these arguments. 


The Authorized Version of the English Bible is studied by all the 
classes in all the Departments of the University. The Minion 12mo. 
Ref. edition of the American Bible Society is an inexpensive and 
suitable text-book. The student needs also Cruden's Concordance, 
unabridged, and a reliable Bible Dictionary. 

For admission to the Freshman class applicants are required to 
pass a satisfactory examination in Genesis and the Gospel of Mark. 

During the Collegiate years the course of study embraces the 
historical portions of the Old and New Testaments. In the Theological 
course the Biblical facts are considered in their historical and doctrinal 
relations ; the various forms of Biblical literature are studied, especially 
the figurative language of the Scriptures ; particular attention is given 
to Messianic prophecy ; and whole books are explained, applied, and 
searched with reference to special teachings, and with a view to future 
use in the work of the ministry. Emphasis is laid upon committing 
Scripture to memory. During his Theological course the student is 
expected to read the Bible through with studious and prayerful 

A course of lectures is given on the History of Versions, in which 
special attention is paid to the history of the English Bible. 



The studies, at present, embraced in this department are Physiology, 
Natural Philosophy, Chemistry, Physical Geography, Geology and As- 
tronomy. To which the Faculty purpose to add Botony in the near 

Physiology and the allied sciences Anatomy and Hygiene are 
taught by lectures with the aid of a text book and illustrated by 
skeleton plates and microscope. It is the design of the instructor to 
give a course, which will be of practical use to the students in after 

Natural Philosophy and Chemistry are taught, as much as possible, 
by means of experiments with Physical and Chemical appliances. 

The course on Physical Geography is such as is usually given in 
our best colleges. 

In Geology and Astronomy the aim is to teach the student as much 
as is usually known of these branches by educated persons and sufficient 
to furnish a ground-work for further attainments in these studies, 
should any of them see fit to pursue these branches further. 


The authors read are, Csesar, Sallust, Virgil, Horace, Cicero and 
Tacitus. The course also includes Arnold's Latin Prose Composition 
and selections from various authors. 

The students in the early part of their course are thoroughly 
drilled in the analysis of sentences and grammatical structure. After 
this the questions are largely philological, and derivation receives 
special attention. 

When the Poetic Authors are reached, the students give attention 
to versification, while the Mythological references of Virgil and of 
Horace are carefully studied. 

The Professor of Rhetoric has requested that as far as it might be 
conveniently done the valuable rhetorical suggestions of Horace might 
be emphasized. This is done, and thus the various departments of 
instruction are made to help each other. The latter portions of the 
course furnish occasion to bring out the style and spirit of their authors. 


Many young men do not desire, and cannot take, a course of study 
in the Latin and Greek Languages, to fit them for the duties of the 
school-room and the ministry. For their training, the Faculty has 


established a course of study in the English Branches, including a 
selection of topics in Natural Science. 

This English Course includes many of the studies of the Collegiate 
Course, with some special subjects intended to prepare the students for 
the work and the responsibilities of teaching, and for the further study 
of Theology. It is not an elementary, but an advanced course, in the 
subjects studied. The students will recite either with the Collegiate 
Classes, or in special classes, as the Professor may judge most conducive 
to the end proposed. They must be able, as they advance, to appreciate 
the higher topics in Rhetoric, Philosophy, Mathematics and Physical 

Candidates for admission to this course must pass a thorough 
examination in Arithmetic, ^Geography, and in the essentials of English 
Grammar; and especially in Reading and Spelling. During the 
course they will be thoroughly trained in English Grammar and 

The final examinations of this course will be held six months after 
the close of the second year ; thus offering ample time for thorough 
review of all the branches studied in the course. This review will be 
conducted under the direction and supervision of the Faculty, but 
during this time residence at the University will not be required. 

Students adjudged successful in the final examinations will receive 
a Teacher's Diploma, marking the degree of their success. A grade 
from 95 to 100 will entitle the student to a Diploma of the first rank ; 
from 85 to 95, to a Diploma of the second rank ; from 75 to 85, to a 
Diploma of the third rank. Students not attaining a grade of 75 will 
not receive a Diploma. 



Bible. Bible. 

Arithmetic. Geometry and Trigonometry. 

Algebra. English Classics. 

English Orthography and Syntax. Chemistry. 

Physiology. History. 

Ancient History. Logic. 

History of the United States. Psychology. 

Elocution. Principles of Philology. 

Natural Philosophy. Book-Keeping. 





The Junior Contest took place in Livingstone Hall, on Tuesday, 
June 5th, 1888. The contestants appointed by the Faculty were as 
follows : 

James A. Creditt, Maryland. 


Lylburn L. Downing, Virginia. 


Charles H. Trusty, New Jersey. 


Leonard E. Fairley, North Carolina. 


William J. Rankin, ...... North Carolina. 


Augustus H. Scales, Massachusetts. 


The first prize, a gold medal, marked A, was awarded to William 
J. Rankin. 

The second prize, a medal, marked B, was awarded to James A. 


Class of 1888 

. North Carolina, 
. South Carolina, 
. North Carolina, 
. New Jersey, . 
. North Carolina, 
. North Carolina, 
. Maryland, . . 
. Georgia, . . . 
. Virginia, . . . 
. Virginia, . . . 

Melford H. Hagler 
Jacob T. Brown, . 
John S. Ja.rvis ; . . 
Sam'l J. Onque, . . 
Austin M. Curtis, . 
John S. Outlaw, . 
Wesley F. Cotton, 
Wm. J. Broughton, 
Isaac D. Burrell, 
Henry F. Gamble, 

. Valedictory. 
. Latin Salutatory. 
. English Salutatory. 
. Philosophical Oration. 
. Philological Oration. 
. Historical Oration. 
. Classical Oration. 
. Political Oration. 
. Astronomical Oration. 
. Physical Oration. 


The degree of A. B., in course, was conferred on the following 

members of the Senior Class. Their names are printed in the order 
of their rank : 

Melford H. Hagler, Franklin A. Dennison, 

Jacob T. Brown, John L. Dozier, 

John S. Jarvis, William A. Albouy. 

Samuel J. Onque, Mungo Ponton, 

Austin M. Curtis, Arthur M. Brown, 

John S. Outlaw, David A. Sumner; 

Wesley F. Cotton, David W. Postles, 

William J. Broughton, John T. Wright, 

Isaac D. Burrell, Theodore P. Smith, 

Henry F. Gamble, William Stuart, 

George L. Lane, John W. Praether. 



Tuition, $10 00 

Coal, 5 00 

Furniture, 2 00 

Library, 1 00 

Board and Washing, 31 50 

$50 00 


Tuition, $15 00 

Coal 8 00 

Furniture, 2 50 

Library, 1 00 

Board and Washing, 45 00 

$71 50 

$121 50 


The Garnet Literary Association and the Philosophian Society 
meet every Friday evening. The literary exercises consist of speaking, 
composition and debate. All the members are required to take part 
in these exercises. The Societies are governed by laws adopted by 
themselves, and administered by officers chosen from their own mem- 
bers, under the general supervision of the Faculty of Arts. 


fWperFetfory J^epapfrrjcnl 















Charles L. Andrews, • Wilkes-Barre, Pa. 

Frank Boughton, . . Gaboon, Africa. 

Allen C. Bradley, Beaufort, S. C. 

Henry W. Calloway, Baltimore, Md. 

George E. Cannon, Union, S. C. 

Edward J. H. Dickerson, New York, N. Y. 

James H. Ferguson, . . . Jacksonville, Fla. 

Newman Freeland, Mebane, N. C. 

John H. Hayswood, Louisburg, N. C. 

William T. Hemsley, Centreville, Md. 

Benjamin B. Jeffers, Millington, Mds 

Thomas Jefferson, Staunton, Va. 

William E. Jefferson, Staunton, Va. 

Samuel W. Johnson, Marietta, Pa. 

William T. Jones, Camden, Del. 

James S. Leneer, Salem, N. C. 

George P. E. Matthews, Beaufort, S. C. 

Feddo D. McCall, Laurinburg, N. C. 

M. Luther Nicholas, Richmond, Va. 

Freeman Oliver, Baltimore, Md. 

James H. O'Niel, Baltimore, Md. 

Albert K. Peabody, Doe Country, Libem 

Pela Pennick, Liberia. 

Herman R. Phoenix, Ithica, N. Y. 

William M. Trusty, Cold Spring, N. J. 

James A. Washington, Petersburg, Va. 

Joseph C. Wright, Beaufort, S. C. 



Eecess, April 4 to 11, 1889. 

Close of Current Year, June 4, 1889. 


First session of the thirty-fourth academical year 

begins, September 19, 1889. 

Close of First Session, December 19, 1889. 


Second Session begins, January 2, 1890. 


The Preparatory Department is designed to prepare the students 
to enter upon the studies of the Freshman year. The study of Latin 
and Greek is commenced in the Preparatory year. On the 19th of 
September, 1889, the department will be oj:>ened for the preparation 
of candidates for the Freshman class of the following year. No 
candidates will be admitted who are not at that time well prepared 
in English studies to enter the Freshman class. 











Latin Grammar and Lessons. 
Greek Grammar and Lessons. 



Tuition, $10 00 

Coal, 5 00 

Furniture, 2 50 

Library, 1 00 

Board and Washing, 31 50 

$50 00 

SECOND session. 

Tuition, $15 00 

Coal, 8 00 

Furniture, 2 50 

Library, . 1 00 

Board and Washing, 45 00 

71 50 

$121 50 


Yrjcoloqicei:! Wcpetpfrrjer)! 


Eev. ISAAC N. KENDALL, D. D., President. 
Sacred Geography and Antiquities. 


Avery Professor of Greek and New Testament Literature. 


Professor of Instruction in the English Version of the Bible. 

Rev. E. T. JEFFERS, D. D., 

Baldwin Professor of Theology. 

Rev. DAVID E. SHAW, A. M., 

Professor of Hebrew and Church History- 


William E. Dodge Professor of Sacred Rhetoric. 


Instructor in Ecclesiastical Latin. 




Junius C. Alston, Louisburg, N. C. 

Thomas H. Amos, Lincoln University, Pa. 

Joseph A. Brown, Kingston, Jamaica. 

John A. Caldwell, . Greensboro, N. C. 

Daniel G. Hill, Baltimore, Md. 

David J. Hull, Chester, Pa. 

Fletcher R. McLean, Greensboro, N. C. 

Jacob C. Moultrie, Beaufort, S. C. 

Thomas C. Ogburn, Greensboro, N. C. 

William G. Ogburn, Greensboro, N. C. 

Butler H. Peterson, Jacksonville, Fla. 

William H. Shaw, Louisburg, N. C. 


Joshua Given, • Kiowa, Ind. Ter. 



William Chew, Darlington, Md. 

Charles L. Jefferson, Fulton, Mo. 

James L. Smith, Cape May C. H., N. J. 

Peyton K. Twine, Eichmond, Va. 

Coydan H. Uggams, Augusta, Ga. 

Thomas T. Womack, Farmesville, Va. 


William A. Albouy, St. George, Bermuda. 

Jacob T. Brown, Hilton Head, S. C. 

Melford H. Hagler, Franklinton N. C. 

Theodore P. Smith, St. Louis, Mo. 

William M. Stuart, Bolton, Miss. 

John Wright, Lincoln University, Pa. 


Frisby Gibson, Philadelphia, Pa. 

George B. Morrison, Avondale, Pa. 


The course of study in the Theological Department occupies three 

Applicant* for admission to the privileges of the Theological 
Department must present evidence of membership in good standing 
in some Evangelical church. 

Students who complete the full course of theological study to the 
satisfaction of the Faculty and the Board of Trustees will receive the 
degree of Bachelor of Sacred Theology. 

All persons not graduates of the Collegiate Department of Lincoln 
University, or of some other collegiate institution, applying to be 
admitted to this department as candidates for the degree of S. T. B., 
must pass a satisfactory examination in the collegiate studies. But 
applicants who have not pursued a course of classical training may, 
at the discretion of the Faculty, be admitted to particular classes, or 
to the English course of instruction. Such students, on leaving the 
University, will be entitled to certificates in evidence of their attend- 
ance on instruction, and of the time spent in study. 

The Academical year is divided into two sessions. At the close 
of the second session the students are examined on the studies of the 
current year. 




Homiletics. Pastoral Theology. 

New Testament Introduction. Hebrew. 

Bible History. Apologetics. 

Systematic Theology. Exegesis (Gospels). 
Sacred Geography. 


Systematic Theology. Exegesis (Epistles). 

Biblical Antiquities. Ecclesiastical History. 

Homiletics. Church Government. 

Apologetics. Bible — The Different Forms of 
Hebrew. Sacred Literature. 


Systematic Theology. Exegesis (Epistles). 

Homiletics, Pastoral Theology. 

Hebrew. Church Government. 

Ecclesiastical History. Bible — Prophecies. 

Throughout the course particular attention is paid to the prepa- 
ration and delivery of sermons. 



Homiletics. Homiletics. # 

Bible History. Biblical Antiquities. 

Systematic Theology. Systematic Theology. 

Sacred Geography. Pastoral Theology. 

Apologetics. Church Government. 

Ecclesiastical History. 

A New Chair of Instruction in Lincoln University. 

At a meeting of the Board of Trustees of Lincoln University, it 
was unanimously resolved : 

I. That we hereby establish a Chair of Instruction in the Theo- 
logical Department to be called in the records of the University 
" The Chair of Instruction in the English Version of the Bible" and 
that among the duties of this Chair shall be : 

The giving of instruction in the subject of Versions of the Sacred 
Scriptures, including English Versions, and especially the Authorized 


A course of instruction in the Historical Contents of the Old and 
New Testaments. 

A course of instruction in the different forms of Sacred Literature 
contained in the Several Books. 

A special course of instruction in the Prophecies of the Bible. 

II. The design of the Board of Trustees in establishing this Chair 
is to secure that no student shall be graduated from the Theological 
Department of this Institution without acquiring a thorough knowledge 
of the Bible in the English language. 

To this end the Board of Trustees enjoins it upon the Faculty of 
Theology to require the students under the direction of the incumbent 
of this Chair to read the whole Bible carefully and studiously, and to 
commit to memory such passages as may be assigned to them with this 


The course of instruction covers the period from the close of the 
Apostolical times down to the present. 

During the year a carefully prepared thesis is required from each 
student. The subject assigned may be the history of some leading 
personage, or the various phases of Christian life and morals at the 
different epochs in the history of the Church. These papers cover the 
ground traversed by the class during each term. The special study 
involved in the preparation of these papers has been found highly 
beneficial to the student, as taking him beyond the narrow range of the 

Middle Year. — Text Book, Fisher's Church History. Study the 
history of the Church from the Apostolical times until the 14th Century. 

Senior Year. — From the 14th Century down to the preseut time. 


The aim in this department is to equip the student with a good 
working knowledge of the Hebrew. In order to accomplish this end, 
much attention is given during the first year to the careful writing 
of exercises, translating English into Hebrew, and acquiring a good 
vocabulary. Harper's " Word Lists " have been found very useful in 
this work, as well as lists formed from the passages studied in the course. 

Junior Year — Green's Grammar. Writing exercises. — Gen. 1-3. 

Middde Year. — Book of Ruth. Jonah. Hosea. — Isaiah, chap- 
ters 52-60. 

Senior Year. — Messianic Psalms. Post Exilian Prophets. Ex- 



The formal study of Systematic Theology is begun in the Junior 
year and completed in the Middle year. In presenting to the class 
the doctrines of Theology it is not the effort so much to make them 
appear as a unity under one central idea, as it is to make it clear that 
they embody and sum up the teachings of the Bible on these topics. 
At present the classes use as a text-book "The Outlines of Theology," 
by Dr. A. A. Hodge. 

During the Senior year the class reads selected books of the New 
Testament, in the Greek ; and after some exegetical study each member 
is required to write out for himself, as precisely as he is able, the 
teaching of each verse or paragraph. 


The purpose of this department is two-fold : First, to form in the 
mind of the student a high and correct ideal of gospel preaching. To 
this end he is first made familiar with the theory of preaching, using 
Dr. Broadus' " Preparation and Delivery of Sermons," as a text-book. 
He is then required to study the lives and work of some of the great 
preachers of ancient aud modern times, and to write reviews of the 
same. In connection with this work he is made acquainted with the 
standard hymns of the Church, with their history and authorship. 

Second : to cultivate the best means of reaching this ideal. The 
student is trained to write in a clear and simple style. He is next 
required to analyze texts assigned to him,, and to construct skeletons 
of sermons. At the beginning of the second year, some book of the 
New Testament is selected, the whole book analyzed, and a number of 
sermons written during the year covering the whole contents of the 
book. In assigning these subjects, care is taken to give opportunity 
for exercise in expository sermonizing, as well as topical and textual. 

During the Middle and Senior year, the students are required to 
preach without manuscript. 

One hour a week in Latin is assigned to the Junior Class in the 
Theological Department. Turrettin is the author read. Dr. A. A. 
Hodge once said to his students, "I like to get a good Latin phrase 
now and then. Wherever you meet a Latin term, do not fail to acquire 
it, for you may be sure it is worth several "Yankee words." 

In cordial sympathy with the spirit of this pithy statement, some 
of the clear definitions, and nice Theological distinctions, of Turrettin 
are selected, analyzed and as far as practicable committed. 

The course is completed by a Thesis required of each member of 
the class. 



William H. Long, North Carolina. 

"Am I my Brother s Keeper?" 

William H. Dover, Pennsylvania. 

Influence of the Bible. 

James W. Wilson, Liberia. 

Liberia and its Native Tribes. 

James A. Bonner, North Carolina. 

The Pulpit. 

Moses H. Jackson, District of Columbia. 

Perils to the Church. 

Charles S. Mebane, North Carolina. 

Knowledge and Feeling in Religious Experience. 

Cadd G. O'Kelley, North Carolina. 

The Minister of the Nineteenth Century 

Benjamin F. Wheeler, North Carolina. 

The Advantage of the Greek Testament to the Minister. 

The Degree of S. T. B. was conferred on the members of the 
graduating class. 


James A. Bonner, ' Goldsboro, N. C. 

Handy A. Cromartie, Jacksonville, Fla. 

William H. Dover, Philapelphia, Pa. 

Moses H. Jackson, Washington, D. C. 

Charles S. Mebane, Mebanesville, N. C. 

Cadd G. O'Kelley, Ealeigh, N. C. 

Henry W. Scott, Greensboro, N. C. 

Benjamin F. Wheeler, Charlotte, N. C. 

James W. Wilson, Cape Mount, Liberia. 


Beecher Carter, Elizabeth town, Tenn. 

George A. Fisher, Baltimore, Md. 

William H. Long, Frank linton, N. C 

Alexander McNeil, Shoe Hill. N. C. 

Amos A. Henderson, Cedar Hill, Md. 

Elwood G. Hurbert, Wilmington, Del. 

Isaac Jarvis, Lincoln University, Pa. 

John B. Mancebo, Santiago, Cuba. 

Morris Riley, New York City, N. Y. 



In the year 1876 the Board of Trustees of Lincoln University 
addressed the following memorial and overture to the General Assem- 
bly of the Presbyterian Church : 

" The Board of Trustees of Lincoln University, deeply interested 
in the condition of the Freedmen, and convinced that their continued 
destitution of an authorized educated ministry is a reproach to the 
Church and a source of danger to the country, respectfully urge the 
General Assembly to devise and adopt some practical plan to supply 
this want; and overture the Assembly to consider and act upon the 
following propositions : 

"First. — Resolved, That this Assembly recognize it as the imperative 
duty of the Church to send the Gospel to the Freedmen without delay. 

"Second. — That while in the considerate judgment of this Assembly 
the regulations embodied in the fourteenth chapter of the Form of 
Government respecting the trial of candidates for licensure are an 
authoritative guide to Presbyteries in determining their qualifications, 
they do not supersede the discretion of the Presbyteries in the respon- 
sibility of committing the ministry of the word to faithful men. 

" Third. — That all Presbyteries providentially brought into rela- 
tions with the Freedmen be hereby advised to license all colored men 
of whose call to preach the gospel they may be satisfied, and whose 
training and abilities they may deem sufficient to qualify them for this 
sacred work. 

"Fourth. — That the Board of Education be instructed to assume 
in behalf of the Church the pecuniary responsibility of educating in 
a thorough course of Theological studies in the English language all 
colored candidates for the ministry recommended to their care by the 

To this memorial and overture the Assembly returned the following 
answer : 

" First. — The Assembly has no authority to modify the regulations 
of our form of gevernment in respect to qualifications of licentiates, so 
as to make provision for any class of exceptional cases. At the same 
time the Assembly recognizes the propriety of the exercise, by Pres- 
byteries, of a wise discretion in their administration of the functions 
intrusted to them by the Church, in view of the great work to be 
done by our Church among the colored people in this country. The 
Assembly specially accords such discretion to those Presbyteries which 
are providentially brought into special relations to that work ; mean- 
while, in view of the experience of several years, enjoining upon such 


Presbyteries the obligation to take great care lest incompetent or 
unworthy men be admitted into the ministry of our Church. 

" Second. — This General Assembly does not deem it wise to modify 
the existing rules governing the Board of Education in the aiding of 
candidates for the ministry in our Church. The Assembly, however, 
earnestly commends the exceptional cases, referred to in the overture, 
to the sympathy and charity of the Churches, and trust that the friends 
of our work among the Freedmen will suffer no worthy young man, 
devoting himself to that work, to fail for lack of pecuniary aid." — 
Minutes of the General Assembly, 1876. 

This answer of the General Assembly virtually affirms the first 
proposition, that it is the duty of the Church to send the Gospel to the 
Freedmen without delay. The Assembly specially accords to particular 
Presbyteries discretion in licensing, as preachers of the Gospel, candi- 
dates who have been exercised in a thorough course of Theological 
studies in the English language, according to the second and third 
propositions. And although the Assembly did not instruct the Board 
of Education to adopt a wider policy in supporting colored candidates 
for the ministry, its past policy, which has been liberal, was not 
restricted. The education of colored men in a thorough course of 
Theological studies in the English language was commended by the 
Assembly to the sympathies and charity of the Churches and friends 
of our work among the Freedmen. 

The English course in the Theological Department occupies two 
years. It embraces the same studies as the full course with the excep- 
tion of the Greek and Hebrew Scriptures. 


By the charter of Lincoln University the Theological Department 
is placed under the care of the General Assembly of the Presbyterian 
Church, in conformity wijh the general plan adopted for the supervi- 
sion of Theological Seminaries. The General Assembly, which met in 
Chicago in May, 1871, accepted the oversight of the Theological 
Department of Lincoln University, as provided in the charter, and 
approved the appointments and proceedings of the Board of Trustees, 
as reported at that time. The laws of Lincoln University require that 
any action of the Board of Trustees affecting the Theological Depart- 
ment shall be reported to the General Assembly by the Secretary of 
the Board. The Faculty of Theology is also required to prepare for 
the information of the General Assembly an annual report of their 
work in instruction, and of all matters of interest respecting the 
Theological Department. 




Coal, . . $ 5 00 

Furniture, 2 50 

Board and Washing, , '31 50 

$39 00 


Coal, $ 8 00 

Furniture, 2 50 

Board and Washing, 31 50 

42 00 

Total for the year, . $81 00 

Theological and Missionary Society. 

The Theological and Missionary Society meets every Friday evening 
for exercises connected with Ministerial and Missionary work. The 
room occupied by the Society is supplied with a library of general 
and special commentaries, and furnished with religious and missionary 


Genepal SfeateemeRfr. 

Lincoln University is in Chester county, Pennsylvania, half a 
mile from Lincoln University station, on the Philadelphia and Balti- 
more Central railroad. That part of Chester county in which the 
University is situated, is notably free from malarial and pulmonary 
diseases. The Institution is well removed from associations which tend 
to prevent high literary attainments and hinder the formation of a high 
moral character. The post-office, where the Resident Professors should 
be addressed, is LINCOLN UNIVERSITY, 

Chester County, Pa. 

The corporate title of this Institution, is " The Lincoln Univer- 
sity." Bequests intended to promote the work of this University will 
be legally valid under that title. 

The first charter of this Institution was granted by the State of 
Pennsylvania, under the title of "Ashmun Institute," in 1854. In 
1866, the title was changed by amendment of the charter to the "The 
Lincoln University." The Theological Department was by another 
change of the charter in 1871, placed under the control of the General 
Assembly of the Presbyterian Church. 

The property of Lincoln University consists of land, buildings 
endowments and apparatus. 


Seventy-five acres in Lower Oxford, Pa. 


Ashmun Hall contains dormitories for students ; a recitation room 
for the preparatory students ; and rooms for a boarding club. 

Lincoln Hall contains dormitories for students ; the society halls, 
and the Janitor's apartments. 

Cresson Hall contains dormitories for students; the library and 
reading-room, and the chemical laboratory. 


University Hall contains eight recitation rooms. This Hall is 
one wing of a building, which, when finished, will supply accommoda- 
tions for the whole work of instruction. 

Houston Hall contains dormitories and study-rooms for students, 
and the room for the Theological and Missionary Society. 

Livingstone Hall is for commencement assemblies, and will 
seat one thousand persons. The middle section has been fitted up 
temporarily for a chapel. 

/" There are seven residences for the Professors. 

The whole work of Lincoln University needs immediate enlarge- 
ment. A comparatively small addition to her funds would greatly 
increase her power for usefulness. The attention of considerate friends 
is invited to the following special wants : 

The endowment of the Chair of Instruction in the English Version 
of the Bible. 

The endowment of the Chair of Hebrew in the Theological De- 

The establishment of a Chair of Church History and of General 

The establishment of a Chair of Mental and Moral Science. 

The more adequate endowment of the existing Chairs of Instruction. 

The erection of an additional wing to University Hall to provide 
rooms for the instruction of the classes in Natural. Science, and of the 
Preparatory Students. 

The erection of a chapel for the Sabbath and daily devotional 

The erection of two additional residences for the Professors of 
Mathematics and of Natural Science. 

The provision by endowment for the care and improvement of the 
property of the University. 

The endowment of Scholarships for the perpetual education of 
w T orthy young men whose diligence, talents and piety give promise of 

Immediate provision for the preservation, enlargement and use of 
the Library. 

Among the instrumentalities through which the friends of the 
Negro may convey to him the blessings of education, Lincoln Univer- 
sity especially deserves the confidence of the Christian public. She 
[ was the first to enter this field, when there was no other to undertake 
the work. Lincoln University was chartered to give a Liberal, Scien- 
tific, Classical and Theological education to colored youth of the male 
sex in 1854, six years before the war which resulted in emancipation. 



This was the policy of Lincoln University, announced by its founders, 
for the elevation of our colored population before the body of them 
became freedmen. 

We are still doing a large share of the higher work. Worthy 
applicants are knocking at our doors, eager for the benefits here 
afforded. Who will say to us, " Turn no worthy man away who desires 
an education for the sake of the good he can do with it?" 

It is certain that colored men will exert a large, and it may fairly 
be assumed, a controlling influence in forming and directing the currents 
of opinion, and the gulf-stream movements of industrial, social, educa- 
tional and religious progress among these increasing millions of our 
population. It cannot be reasonably expected that their leaders should 
guide them along the lines of the common life of our whole people 
unless they are themselves educated, their principles established, and 
their opinions moulded in intelligent, conscious and consenting harmony 
with the public life of the nation. 

Their wise friends will not attempt to force their education into 
narrow channels, while our education, as conducted in our colleges 
and seminaries of learning, is constantly expanded by an almost 
boundless generosity. To withhold the means of their liberal edu- 
cation while we lavishly use them for the education of the more 
favored class, will arouse the suspicion that we design to keep them 
in an inferior position by fitting them for an inferior office. The 
trusted leader of colored troops would have to be drilled in all the 
tactics of modern warfare. And the leaders of this unorganized, 
agitated army of colored thinkers, who are now meditating how they 
will vote, and what they will undertake, equally need to be drilled in 
all that makes thinking exact and right and safe. If their leaders 
are to co-operate with the leaders of this nation they must agree with 
us : and they must be helped into agreement by a similar education. 

It is the purpose of the Trustees and Faculty of Lincoln University 
to communicate without stint and without, delay all the advantages of 
a liberal Scientific, Classical and Christian education to such young 
men, according to our means and ability, in the conviction that this is 
fair to them ; that their needs are the same as ours ; and that as God has 
given them the ability to acquire all the parts of such education making 
no difference between them and us in natural endowments; so He will 
give them grace to use the power which accompanies education for the 
enlightenment and moral elevation of their own people and for the 
highest good of our whole people. 

Five hundred young men have been sent out from the Preparatory 
Department and from the lower classes of the Collegiate Department, 


many of whom are engaged in important positions as teachers in the 
Southern States. 

Three hundred and eighteen have been graduated from the Colle- 
giate Department, after a course of instruction extending through four 
and in many cases six years. Most of these graduates are engaged in 
professional and educational labors in the Southern States. 
. More than one hundred and sixty of the students of Lincoln 
University have received ordination as ministers in the several Evan- 
gelical Protestant denominations. 

Twelve of our students have gone to Africa as missionaries of the 
i Cross. Six have laid down their lives in that work. Eight are now 
1 laboring there as teachers and ministers. Five young men from 
Liberia are now in the University. 

The University is consecrated to the glory of God and the good of 
man. It has received the endorsement of all who are acquainted with 
its work. The friends of the education of " colored youth " are 
cordially invited to investigate its plans and operations, and to co- 
operate with its officers in conferring the benefits of a liberal and 
Christian culture on those who prize and so much need this blessing. 


President JAMES McCOSH, College of New Jersey. 
The College for colored youths, at Lincoln University, Chester 
County, Pennsylvania, has many and powerful claims on the Christian 
public. I have visited it on two different occasions, and I am able to 
bear my testimony to the high character of its Professors, (most of them 
graduates from Princeton,) and the effective teaching which the stu- 
dents receive. I found the answering of the pupils quite up to the 
average in our Colleges, and giving clear evidence of the capacity of 
the African race to receive and be benefited by instruction in the 
higher branches. I am convinced that the race is to be elevated by 
giving a high education to the better minds among them, that they 
may, as Ministers of the Gospel, and in the various professions, call 
forth the energies of their people. 

Judge ALLISON, Philadelphia, Pa. 

It has been in both my heart and mind to write before this, 
of the performances of the graduates of Lincoln University at Asso- 


ciation Hall. I have delayed doing so, only because, of late, the 
demands upon my time have been constant and exacting, so that 
which was behind has prevented my attending to some things which 
lay before me : — among others, this call to say a word for Lincoln. 

I expected much from the graduates of Lincoln, because of the 
reports which had reached me, through those competent to form a correct 
judgment on the subject, of the high character of commencement exercises 
of your graduating classes. I mention in this connection, my pastor, Rev 
S. W. Dana ; Dr. Dulles, and the late Dr. Hotchkin. But, I am glad 
to be able to say, the reality far exceeded my expectations. My judg- 
ment is, there is no institution in the land, but might be justly proud 
to be able to call the graduates of Lincoln her sons. All scepticism as 
to the capabilities of the negro to stand side by side with his white 
brother, as his intellectual equal, when thus developed, ought to vanish 
before such proofs as your graduates present. The difference is that 
which exists between the white and the black block of marble. 

Lincoln University has a grand work to accomplish in preparing 
such men as these for their high calling ; and from all that I have 
known of the institution in the past, I am sure it is worthy of the 
sympathy and the liberal support of the Christian men and women 
of the land. What can be done to awaken them to a sense of duty in 
this matter, and of the absolute necessity of doing that which their 
hands find to do, not only at once, but with all their might ? 

To refuse to act now, may be, and I think will be, a most serious 
mistake. The crisis is at hand. It is to advance at once, and gather 
in the fruit of a ripening harvest, or to wait for a little while only, with 
the certainty of being overtaken by the night, which advances rapidly 
to the black man — which must leave him in the power of the ignorant 
and the designing — a captive, but a powerful instrument for evil to 
himself, and to our land. The call to duty is imperative. 

GEO. H. STUART, Esq., Philadelphia, Pa. 

Lincoln University has boldly appealed to the public for a critical 
judgment upon the merits of its work as measured by the power of its 
students to grapple in thought and expression with subjects upon which 
every one has an opinion, and which involved the perilous test of the 
negro's estimate of himself. 

The result of that appeal is a spontaneous and enthusiastic endorse- 
ment of Lincoln University and its work, by many of the most 
intelligent citizens of Philadelphia. The true friends of the negro are 
rejoiced at the manifestation of such native and cultivated power. 


Those anxious for his safety, are encouraged to learn that there is an 
institution, situated in Chester County, Pennsylvania, in a locality free 
from political diversions and social clogs, from which such young men 
are annually going forth into the Southern States as ministers and 
teachers. Lincoln University deserves the approbation and is entitled 
to the hearty and liberal support of all who take an interest in the 
Negro, and who desire that he should be qualified for the duties, since 
he has been clothed with the privileges of citizenship. 

Lincoln University ought to be more widely known. It needs only 
to be known to command the public confidence, and to secure an 
adequate support. 

JOSHUA L. BAILEY, Esq., Philadelphia, Pa. 

One thing I especially noticed in the selected graduates of Lincoln 
University : that their college learning was not merely so much stored 
away material, but that this material had gone through the crucible of 
their own minds, and had been diligently wrought up into forms of 
their own. And they showed, too, that they had profitably studied 
human character, and common life, and had found out, what too few 
discern, how to adapt themselves to its many phases. 

Lincoln University has certainly succeeded in proving (if such 
proof were needed,) the susceptibility of the negro mind for culture of 
a high order, and its training seems to be just such as will best fit the 
young men under your care to become instructors and leaders among 
their own people. It is through such instrumentalities that we may 
expect to reach the millions of the South, who are yet unreclaimed from 
ignorance. And this very necessary, far-reaching, and permanent work 
of beneficence, which lies before the Lincoln University ought to have 
the sympathy and prayers, and liberal material aid of the Christian 
Churches, and of all friends of humanity and lovers of their country. 

WILLIAM STILL, Esq., Philadelphia, Pa. 

I feel that I may with propriety give a word of testimony relative 
to the good work being accomplished by Lincoln University and its 
graduates, in the much-needed fields of labor in the South. 

Indeed, I have never attended a commencement at Lincoln, but 
what I have felt that the institution was too little known ; that a great 
deal more pains should be taken to thoroughly agitate especially the 
liberty-loving citizens of Philadelphia and Pennsylvania, with regard 
to this mission, which has been so nobly sustained for more than a 
score of years by a few earnest and diligent workers and sympathizers. 


It is very obvious that the four or five millions of late bondmen — 
landless, woefully ignorant, and much degraded, without aid and edu- 
cation, are but poorly prepared, surrounded as they are by so many 
adverse obstacles to their progress, to enjoy the blessings of freedom, or 
to place themselves in an attitude of citizenship creditable to their race 
and their country. 

Many good people seem to have forgotten entirely how utterly 
wretched was their condition when the fetters were broken from their 
limbs, and have imagined, especially since they were clothed with citi- 
zenship, and could go to the polls and vote, that they should not expect 
any further aid or sympathy ; indeed, that they were on grounds to take 
care of themselves. Under this hasty and unreasonable judgment, the 
great work of promoting the liberty and happiness of the emancipated, 
through education, if not ignored altogether, has been allowed to be 
borne by only a very few earnest men and women, who have been per- 
suaded that the " Problem of the Negro" can only be favorably settled 
by the agency of good teachers, Christian sympathy, and in short by a 
generous support of just such institutions as Lincoln, which are demon- 
strating so clearly the salutary effect of education. 

Rev. FRANCIS L. ROBBINS, D. D., Philadelphia, Pa. 

Lincoln University is doing a supremely important initial work 
(in conjunction with other similar instrumentalities,) in the way of 
solving the problem : " How shall the African millions of the country 
become worthy the heritage of free citizenship, and social and political 
recognition, and the great opportunity of attaining its moral aspirations, 
conferred under the memorable and pathetic Providence of the recent 
civil war?" If there is anything in the sentiment — "We learn best 
by sight," — anything in Burns' indignant asseveration, 'spite externals, 
"a man's a man for a' that," — the public exhibit of the material 
wrought upon, and the kind of work done in Lincoln University, by its 
accomplished instructors, cannot fail of making upon the public senti- 
ment a conciliatory and much to be desired impression. 

Rev. Dr. W. P. BREED, Philadelphia, Pa. 

To thoroughly endow an institution which is furnishing such 
preachers and teachers for seven millions of j>eople in such need of 
mental and religious training, hungering as they are for knowledge and 
advancement, is to put money to one of its noblest and most Christian 
uses. I sincerely hope that the efforts of its friends will result in 
setting Lincoln University in a position of complete security and 
greatly enlarged usefulness. 


Rev. Dr. R. D. HARPER, Philadelphia, Pa. 

The friends of the Freedmen are inspired with new hope by the 
evidence that Lincoln University is training and sending out such men. 
I desire to express my high appreciation and hearty approval of the work 
it is accomplishing. To such influences it will be safe to commit the 
education of the colored population of our country. And every incen- 
tive there is, it seems to me, to the prosecution of this work. Looking 
at it from the lowest stand-point of selfishness, we must educate them, 
or they will ruin us. Elevating them, we are securing our own national 
safety and prosperity. The significant endorsement of its graduates by 
prominent men in the Southern States as shown by the letter from 
Columbus, Ga., indicates that to such influences among the Freedmen, 
we may look with confidence and hope for the healing of the breach 
between the races. 

Rev. Dr. R. H. ALLEN, Philadelphia, Pa. 

Give Lincoln University the means of turning out annually a score 
of such graduates and in ten years the Negro Problem will be solved 
to the entire satisfaction of our whole country. I wish all the friends 
had seen the workings of this Institution, as I have, and had marked 
the character of the young men she has sent out. I am sure they 
would appreciate the great work that is opening out before her. 

I know something of the Negro race. Having been raised among 
them, I know something of their nature and their needs ; a hundred 
such men would mould the character of any State in the South. 

There is a great and good work for Lincoln University to do, and 
we must put her in a position to do it. 


JAMES H. NALL, Pastor, Presbyterian Church; JOSEPH S. KEY, Pastor, 
St. PauVs M. E. Church, South; J. J. AUSLEY, Pastor, Broad Street M. E. 
Church, South; J. O. A. COOK, Pastor, St. Lukes M. E. Church, South; A. 
M. WYNN, Presiding Elder, Columbus Dist. ; A. B. CAMPBELL, Pastor, 
Baptist Church; M. C. HUNTER, Rector of Trinity Church; G. R. GLENN, 
President, Female College; H. W. KEY, Prof. Nat. Sci., Female College; J. H. 
CAMPBELL, Baptist Minister. 

We are prepared to say, that an institution which has trained and 
sent forth such men (and so long as it shall do so,) deserves the hearty 
and liberal support of the Christian people of Philadelphia and of the 
country, who desire to aid in the real elevation and the more thorough 
evangelization of the colored race. 


GEO. M. DEWS, Superintendent of Public Schools, Columbus, Ga. 

We prefer colored teachers for the colored people ; but our supply 
of competent colored teachers is too small, and hence we have to supply 
their places with teachers who have but a meagre amount of informa- 
tion on the most elementary branches. We want well-educated, 
thorough, earnest workers. The Church needs such workers as badly 
as the School. Where can we get them, except from such institutions 
as Lincoln University ? 

The harvest is plenteous, but suitable laborers are few. May Lin- 
coln send out many such, with liberal culture, broad views ; men who 
seek to heal, not to wound ; who would build up, not tear down ; who 
inspire confidence, not mistrust. 

Hon. WM. E. DODGE, New York City. 

It has been my privilege to be connected with the Lincoln Univer- 
sity, as one of its trustees, for a great many years, and I have watched 
its progress with a great deal of satisfaction. It was founded for the 
liberal education of the Freedmen. I believe that a great portion of the 
North, that took such a deep interest in the welfare of the poor negro 
when he was a slave, felt as though when they had knocked off his 
shackles, and elevated him to the position of a freeman, they had 
nothing left to do but to thank God for this wonderful deliverance* 
If we leave them in their ignorance, and abandon them to the culture 
of those who desire to make of them the followers of a sect, so that 
they may keep them entirely under their control, I am not sure that 
we have done anything for their welfare. 

God has laid upon the Christian people of this nation a most fear- 
ful responsibility. We should act at once. This is a thing that will 
not wait. These black boys and girls are growing very fast. Children 
who were five years old at the close of the war, will vote in our next 
Presidential election. Unless they are educated they will be a terrible 
power against our Republican and Christian institutions. 

I have had a great deal to do with the South. I am there every 
winter, and have large interests there. I have watched the drift of 
events since the war with intense interest. What is wanted there now 
is that in every large city, in every county, there should be just such 
men precisely as the selected graduates of Lincoln University. You 
ought to place intelligent men like them in every centre of influence, 
and those are the men we want educated at Lincoln. We have other 
institutions that do not go as far as Lincoln. They are educating a 


large number of men, and giving them a good plain education, and 
sending them out to teach during the week and preach on the Sabbath, 
and do what they can. But they have not the power to exert such an 
influence as the graduates of Lincoln, some of whom have spent seven 
years in that institution. 

Now, what wants to be done, is to arouse an interest throughout 
this country to multiply such instrumentalities. There is money 
enough. Institutions are getting it all over the country. It is a 
remarkable fact, (although Lincoln in its modesty has not reaped the 
benefit,) that during the six or seven years of financial pressure in 
this country, the classical and literary institutions of the country have 
received as much money as they ever received in the same number of 
years in the country's history. There have been very large gifts to 
our classical institutions, and it would be well if our men of wealth 
who are giving to our Colleges could realize the fact that there is a 
Princeton for Colored Men in Lincoln University. I believe 
the Negro is capable of as high classical development as any other race 
in the world. Lincoln University has demonstrated that already. 

I do hope that we shall, as individuals, wake up to a realizing sense 
of our responsibilities and obligations. Here is an institution, as 
Dr. McCosh says, that is a child of Princeton. The Professors, with 
one exception, are all graduates of Princeton ; every one of them we 
know and can trust. We ought to send out from that institution, of 
such men as we have already sent, not less than fifty, and after a little 
a class of one hundred, every year. There is no reason why we should 
not have a thousand students there. I believe that gentlemen who are 
giving to institutions of learning, when they come to die, will look 
back with feelings of satisfaction that they have left a scholarship, or 
the endowment of a professorship, for the education of colored men, 
who will exert such influences upon the masses — the seven millions — 
of the Freedmen. 

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